Study On The Culture Lead-in In Chinese Vocabulary Teaching In TCFL

In recent years, cultural issues in Teaching Chinese as Foreign Language (TCFL) have gained more and more attention from scholars. Since vocabulary has a direct and close connection with culture, academic papers in the research of cultural teaching of TCFL linked to language elements relatively focus on cultural teaching of vocabulary.Now there are plentiful of studies on the cultural lead-in in Chinese teaching and Chinese vocabulary teaching. Some scholars believe that the cultural contents are composed of communicative culture and intellectual culture, and some others put emphasis on the culture of syntax, semantics and pragmatics. Meanwhile, some scholars divide it into cultural behavior and cultural psychology. As far as the ways to culture lead-in, some scholars have tried to start from the perspective of folklore, and others have analyzed and discussed about the word annotation in texts and so on.However, we should be aware that there are still many problems existing in Chinese vocabulary teaching in TCFL. First, there is a gap between study in vocabulary teaching in TCFL and practical vocabulary teaching. People value culture lead-in highly but practice lowly. Second, for now most teachers in this field are relatively young and their teaching skills are not good enough to control culture lead-in in vocabulary teaching. Third, the textbooks cover too broad contents with lacking in accurate positioning of teaching objects, which makes the teachers hard to grasp the degree of culture lead-in in Chinese vocabulary teaching. Fourth, the two concepts, cultural teaching in language classes of TCFL and teaching culture in TCFL are often confused. Fifth, scholars don’t reach a consensus on the range of culture and the style of cultural materials and so on.The author of the thesis has tried to put forward some views about how to conduct culture lead-in in vocabulary teaching of TCFL considering the above problems, that is to combine the four factors, overall design, class teaching, teaching material compilation and dynamic role of teachers of TCFL in the Chinese vocabulary teaching. We can use some strategies, such as enlightening and leading, comparing and analyzing, livening classes, using technologies, extending reading and communicating to lead-in cultural contents.The writer designed the questionnaire to test the effect of these methods. After analyzing the results, the conclusion is reached and some suggestions about culture lead-in in Chinese vocabulary teaching in TCFL have been offered in the thesis. First, we should strengthen the comparative study between Chinese and foreign languages. Second, we should teach Chinese vocabulary on the basis of cultural meanings of each word and its cultural performance, and take features of different phrases and learners’language level into consideration. Third, the teaching materials should be ready before any teaching begins. Teachers can use supplement and description to make the annotations of new words more accurate. I wish what I did could help a little with the career of TCFL.